Lesson Plan - Chapter 17: A Peoples' History of the United States

Lesson Theme:

A People's History of the United States

Topic, Grades, & Time:

Topic: Chapter 17: "Or Does it Explode"
Grades: 11th Grade
Time: ~5 days or ~250 minutes (depending on school activities) & 85 minutes outside of class

Materials and Sources:

Sources: Zinn, H. (2005). A people’s history of the United States: 1942-Present. Harper Perennial Modern Classics.
Materials (practitioner): (1a) text (print ); (1b) text (digital ); (2) desktop/laptop/tablet; (3) access to internet; (4) assignments; & (5) coffee/tea (optional)
Materials (student): (1a) text (print); (1b) text (digital); if 1b (2) laptop/tablet; (3) access to internet; (4) assignments; & (5) note-taking gear

Covered Standards:

Rationale:

Chapter 17 highlights that following World War II, issues of race began to take prominence thanks, in part, to the decline of the other problems mentioned in the previous chapter. Chapter 17 asserts that race became especially important as the old European empires in Asia and Africa collapsed. The goal, described in Chapter 17, was “to channel anger into the traditional cooling mechanism of the ballot box, the polite petition, the officially endorsed quiet gathering.” Chapter 17 attests that many factors combined to turn the mid-1960s into a time, ironically, of more violence and agitation. These violent protests and riots provoked harsh reactions from the government. Chapter 17 focuses on how Black activism, which seemed so close to success in the early 1960s, had, by the mid-1970s, lost much of its force; an important component of this change was the war in Vietnam.

Measurable Outcomes:

Students will, through literacy, be able to understand key ideas and details.
Students will, through literacy, be able to understand craft and structure.
Students will, through literacy, be able to understand the integration of knowledge and ideas.
Students will, through literacy, comprehend a range of reading and level of text complexity.
Students will, through literacy, be able to understand text types and purposes.
Students will, through literacy, be able to produce a production and distribution of writing.
Students will, through literacy, research to build and present knowledge.
Students will, through literacy, demonstrate a presentation of knowledge and ideas.
Students will, through literacy, demonstrate a range of writing.

Sequence:

0-5 mins - Administration (i.e. attendance, announcements, etc.)
5 - 25 mins (practitioner) - Check on student progress (time may vary, due to class size and time spent on each student).
5 - 45 mins (students) - Work on the required assignments. Please refer to Introduction Page.
45 - 50 mins - Exit question (check on progress of each student, time varies).

Behavioral Expectations:

Universal design for learning and Multi-Tiered Systems of Support (MTSS) will curb any behavior issues regarding student choice of sequence.
Student's will be engaged 80-90% of the class time.
Students' will be engaged due to the collaboration component of the lesson.

Assessment(s):

Formative:

Oral inquiry throughout the lesson will check for comprehension and understanding, acting as a pre-assessment.

Summative:

Chapter 17 Task Overview

Differentiation:

Multiple Levels of Questions: Primary use: readiness & learning profiles. All questions presented will advance problem-solving skills and responses. This strategy will ensure that all students will be accountable for information and thinking at a high level and that all students will be challenged. In addition, all text will have the ability to utilize text-to-speech technology and visual-audiobook with close-caption capability.
Activity: Chapter 17 Task Overview